Objective of Activity:
Students will work in groups to research and analyze a specific abuse of civil rights throughout history, and develop a video that will portray its cycle through patterns and similarities.
Standards and Bias Framework:
10.8 Students analyze the causes and consequences of World War II.
Anti Bias Framework
Justice 12:
Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systematic level
Justice 13:
Students will analyze the harmful impact of bias and injustice on the world, historically and today.
Enduring Understandings
Enduring Understanding:
Students will understand that human race crimes are still continuing today (History Repeats itself)
Students will learn what goes into running an organization that helps fight against human rights violations
Students will collaborate as a team to create different projects and complete assessments through different medias (technology included)
Assessment:
Students will create a video demonstrating their understanding of a civil rights abuse that continues to be repeated in our modern time. The presentation must include at least one event that occurred in the past and one that is happening in our modern time. This visual component will be composed, but not limited to having sections of speeches, statistics, interviews, propaganda, advertisements, news coverage, amongst other sources. This artistic component must also include a description of the events being defined and compared. The video must be between five to seven minutes in length. * See Rubric*
Rubric:
See rubric on Service Learning Page.
Multiple Intelligence Activities
This project is composed of visual (students will create a poster with pictures and other visual elements), kinesthetic (students will learn through interaction with each other, their, community, and an organization connected to their cause, musical (students will create a spoken word piece poem and will connect background music to it, intrapersonal (students will learn through feelings and values through working with an organization connected to their cause, interpersonal (Students will engage in collaboration with professionals in their community, naturalist (students will classify the type of human rights violation they are studying, existential (students will connect a past human rights violation with one currently occurring today, verbal - linguistic (students will complete a short paper, reading, listening, and speaking project.
Student Activity Description (In Steps)
I. Students will be divided into groups of three or four
II. Students will begin to research (using books, technology, and any other forms of media) different civil rights abuses (in the past and modern)
III. After having some knowledge and interest on the topic, students will select a specific civil rights abuse that they will focus on
IV. Students will begin looking for speeches, statistics, interviews, propaganda, advertisements, news coverage, amongst other sources that they can incorporate into their video
V. Students will have a couple days to edit and create their videos in the library of the school
VI. Students will present their video to the class
VII. Students will reflect and grade their teammates performance on meeting the teams goals.
Cooperative Learning Components
Every student in the group will have the responsibility to research and find a specific section the video (for example a student can only focus on interviews, a student can just focus on current media, etc). This will allow students to be responsable for a certain section.
PIGS FACES:
Positive Interdependence:
What are the mutual goals?
First of all, students will begin the project by writing some goals of the project. Afterwards, each will read their goals to the group and they will discuss common ground. This will help out the students have a common goal in mind.
How will labor, materials, roles, and resources be divided?
The assignment is to find at least similarities and patterns between one past and modern event. Students will have the chance to discuss amongst themselves how they will divide the work. Half of the group can research and find videos of the past event, while the other half works on finding information and videos on the modern event. For the editing section of the video, students will work as a whole to combine the information and clips. Before they begin, they will write their chosen responsibilities and be approved by the educator.
What roles and responsibilities will you assign?
Although the whole group will be working as a team to edit and create the actual video, the educator will most likely assign a student with the Lead editor role.
How are all the roles connected?
What joint/common rewards will you provide?
What are the consequences if not all participate?
Individual and Group Accountability
How will roles be assigned?
Students will discuss amongst themselves tot assign roles. It will later be approved by the educator.
How will you hold each student individually accountable for learning?
Students will have to write a mini reflection on how they helped meet their goal. This reflection all consist of a description on what they contributed to their project as well as their perspective and thoughts regarding the similarities and and patterns of the chosen civil rights abuse.
How will you hold each student responsible for the whole group’s learning?
At the end of the assignment, students will grade and provide feedback on each of their teammates performance based on the support and contribution on meeting the teams goals.
Group Processing
Observation: Students will meet once a week with the teacher and will discuss what is going well and what they need help with.
Reflection: Students will complete a paragraph long reflection as a group at the end of every week to inform the teacher and themselves about the progress being made.
Goal-Setting: Within the reflection, students will bullet at least 2 goals for the coming week to help guide their group.
Social Skills
Trust-Building Activity: Within their groups at the beginning of the activity, students will share a time when they experienced a social injustice in their own life. This will lead into our communication activity.
Communication Activity: Groups will decide to share one issue they discussed within their group as a class to open lines of communication.
Decision Making Strategies: Students will then compromise to decide on what actions could be taken to alleviate these injustices.
Conflict Resolution: Students will decide on how to seek assistance from outside organizations and professionals.
Leadership Skills: Students will now start to delegate who will take the lead on the different assignment in the lesson.
Face to Face Interaction
Grouping
Groups will be strategically selected by the educator. This will allow the groups to have a mix of English learner, special needs students, low level students, medium level students, and high performing level student.
Room Arrangement
The arrangement will not have a specific seating chart. On the contrary the classroom will play as a safe and creative space for students to move around, speak and collaborate.
Group Seating
There will not be any specific seating chart, but students will sit with their groups
Specific Task
-Students will outline who will take the lead on our four main assignments within the overall lesson.
Students will work in groups to research and analyze a specific abuse of civil rights throughout history, and develop a video that will portray its cycle through patterns and similarities.
Standards and Bias Framework:
10.8 Students analyze the causes and consequences of World War II.
- Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
- Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
- http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
Anti Bias Framework
Justice 12:
Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systematic level
Justice 13:
Students will analyze the harmful impact of bias and injustice on the world, historically and today.
Enduring Understandings
Enduring Understanding:
Students will understand that human race crimes are still continuing today (History Repeats itself)
Students will learn what goes into running an organization that helps fight against human rights violations
Students will collaborate as a team to create different projects and complete assessments through different medias (technology included)
Assessment:
Students will create a video demonstrating their understanding of a civil rights abuse that continues to be repeated in our modern time. The presentation must include at least one event that occurred in the past and one that is happening in our modern time. This visual component will be composed, but not limited to having sections of speeches, statistics, interviews, propaganda, advertisements, news coverage, amongst other sources. This artistic component must also include a description of the events being defined and compared. The video must be between five to seven minutes in length. * See Rubric*
Rubric:
See rubric on Service Learning Page.
Multiple Intelligence Activities
This project is composed of visual (students will create a poster with pictures and other visual elements), kinesthetic (students will learn through interaction with each other, their, community, and an organization connected to their cause, musical (students will create a spoken word piece poem and will connect background music to it, intrapersonal (students will learn through feelings and values through working with an organization connected to their cause, interpersonal (Students will engage in collaboration with professionals in their community, naturalist (students will classify the type of human rights violation they are studying, existential (students will connect a past human rights violation with one currently occurring today, verbal - linguistic (students will complete a short paper, reading, listening, and speaking project.
Student Activity Description (In Steps)
I. Students will be divided into groups of three or four
II. Students will begin to research (using books, technology, and any other forms of media) different civil rights abuses (in the past and modern)
III. After having some knowledge and interest on the topic, students will select a specific civil rights abuse that they will focus on
IV. Students will begin looking for speeches, statistics, interviews, propaganda, advertisements, news coverage, amongst other sources that they can incorporate into their video
V. Students will have a couple days to edit and create their videos in the library of the school
VI. Students will present their video to the class
VII. Students will reflect and grade their teammates performance on meeting the teams goals.
Cooperative Learning Components
Every student in the group will have the responsibility to research and find a specific section the video (for example a student can only focus on interviews, a student can just focus on current media, etc). This will allow students to be responsable for a certain section.
PIGS FACES:
Positive Interdependence:
What are the mutual goals?
First of all, students will begin the project by writing some goals of the project. Afterwards, each will read their goals to the group and they will discuss common ground. This will help out the students have a common goal in mind.
How will labor, materials, roles, and resources be divided?
The assignment is to find at least similarities and patterns between one past and modern event. Students will have the chance to discuss amongst themselves how they will divide the work. Half of the group can research and find videos of the past event, while the other half works on finding information and videos on the modern event. For the editing section of the video, students will work as a whole to combine the information and clips. Before they begin, they will write their chosen responsibilities and be approved by the educator.
What roles and responsibilities will you assign?
Although the whole group will be working as a team to edit and create the actual video, the educator will most likely assign a student with the Lead editor role.
How are all the roles connected?
What joint/common rewards will you provide?
What are the consequences if not all participate?
Individual and Group Accountability
How will roles be assigned?
Students will discuss amongst themselves tot assign roles. It will later be approved by the educator.
How will you hold each student individually accountable for learning?
Students will have to write a mini reflection on how they helped meet their goal. This reflection all consist of a description on what they contributed to their project as well as their perspective and thoughts regarding the similarities and and patterns of the chosen civil rights abuse.
How will you hold each student responsible for the whole group’s learning?
At the end of the assignment, students will grade and provide feedback on each of their teammates performance based on the support and contribution on meeting the teams goals.
Group Processing
Observation: Students will meet once a week with the teacher and will discuss what is going well and what they need help with.
Reflection: Students will complete a paragraph long reflection as a group at the end of every week to inform the teacher and themselves about the progress being made.
Goal-Setting: Within the reflection, students will bullet at least 2 goals for the coming week to help guide their group.
Social Skills
Trust-Building Activity: Within their groups at the beginning of the activity, students will share a time when they experienced a social injustice in their own life. This will lead into our communication activity.
Communication Activity: Groups will decide to share one issue they discussed within their group as a class to open lines of communication.
Decision Making Strategies: Students will then compromise to decide on what actions could be taken to alleviate these injustices.
Conflict Resolution: Students will decide on how to seek assistance from outside organizations and professionals.
Leadership Skills: Students will now start to delegate who will take the lead on the different assignment in the lesson.
Face to Face Interaction
Grouping
Groups will be strategically selected by the educator. This will allow the groups to have a mix of English learner, special needs students, low level students, medium level students, and high performing level student.
Room Arrangement
The arrangement will not have a specific seating chart. On the contrary the classroom will play as a safe and creative space for students to move around, speak and collaborate.
Group Seating
There will not be any specific seating chart, but students will sit with their groups
Specific Task
-Students will outline who will take the lead on our four main assignments within the overall lesson.